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Investigación en educación médica

versión On-line ISSN 2007-5057

Resumen

VIVES VARELA, Tania; ALBARRAN PEREZ, Daniela; HAMUI SUTTON, Liz  y  FORTOUL VAN DER GOES, Teresa. Identity construction as a medical teacher and early teaching training. Investigación educ. médica [online]. 2021, vol.10, n.38, pp.7-15.  Epub 06-Dic-2021. ISSN 2007-5057.  https://doi.org/10.22201/fm.20075057e.2021.38.20332.

Introduction

The construction of a solid and appreciated identity as a professional teacher (IPT) allows teachers to carry out their work in a satisfactory way and committed to the well-being of the students.

Objective

To explore how the early training as an assistant professor affects the IPT in medical teachers.

Method

A qualitative approach with semi-structured interviews was used to obtain information; data analysis was structured in agreement with the applied methodology.

Results

Four components were identified as constituents of teacher´s professional histories: 1) an early start to teaching supported by a course that professionalized teacher's assistant skills, 2) introductory teaching courses that gave them the opportunity to establish communication with prestigious teachers, 3) positive assessments from peers about their role as a bridge between students’ needs and the requirements of regular teachers, and 4) the accompaniment of an expert teacher (full-time professor or a coordinator of the course of instructors) who was a relevant figure in the process of consolidating teaching skills.

Conclusions

Early training, supported with a professionalizing course and the support from an experimented teacher were positive elements in the construction of representation of the professional role in teaching and learning, as well as the feelings derived from being a teacher.

Palabras llave : professional identity; medical teaching; medical teacher; teacher training; teacher assistant.

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